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Journal articles on the topic 'Learner grammar books'

Author: Grafiati

Published: 4 June 2021

Last updated: 11 February 2022

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1

Lewandowski, Marcin. "Learner perceptions of gender representation in EFL grammar books." Lingua Posnaniensis 56, no. 2 (2014): 61–72. http://dx.doi.org/10.2478/linpo-2014-0014.

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Abstract It seems that there are very few research themes in sociolinguistics that have been as thoroughly explored as gender representation in educational materials (notably in E FL textbooks). However, relatively little attention has been paid to how learners themselves perceive the images of men and women in teaching resources. T he present contribution has been written in an attempt to fill this gap. Drawing on the findings of two small-scale survey studies conducted among Polish university students, it addresses two major issues. T he first one concerns the extent to which the choice of m

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Daloglu, Aysegul. "EFL Students’ Beliefs about How They Learn Grammar Best." English Language Teaching 13, no. 10 (2020): 158. http://dx.doi.org/10.5539/elt.v13n10p158.

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Learner beliefs about how they learn a language best play a vital role in the instructional process and the role of grammar instruction has been a much-debated topic in the research and practice of EFL instruction. This study explores learner beliefs about how they best learn grammar focusing on four construct pairs: meaning-focused versus form-focused instruction, focus on form versus focus on forms, explicit versus implicit instruction, and inductive versus deductive grammar instruction. Data were collected through a survey from 927 preparatory year and undergraduate students at an English-m

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Jamil, Husnaini, Nur Agung, and Takdir Takdir. "Penyusunan Materi Ajar Al Nahw Al Whazhifi dan Penerapannya Dalam Pembelajaran Bahasa Arab Untuk Mahasiswa PAI IAI Muhammadiyah Sinjai." Alibbaa': Jurnal Pendidikan Bahasa Arab 1, no. 2 (2020): 175–96. http://dx.doi.org/10.19105/alb.v1i2.3571.

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Learning Arabic in Indonesia has been going on for several decades, especially since the presence of Islam in Indonesian society. However, difficulties in understanding it still overshadow the majority of students and educators from various backgrounds, ranging from elementary, secondary, to tertiary levels. Many solutions are offered to overcome these difficulties, one of which is by changing the orientation of Arabic learning which initially leads to mastery of grammar to increase the ability of learners in the use of grammar as a means of communicating with Arabic that is good and accurate.

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M, Chennappan. "The way of life that shows Nambiyaga Porul." International Research Journal of Tamil 3, no. 3 (2021): 108–13. http://dx.doi.org/10.34256/irjt21315.

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The development of grammatical literature is constantly changing according to the context in which it appears. On that basis, each of the Tamil grammar books records the biographical elements of the people who lived in the respective period. Nambiyaga Porul is the book that expands the internal grammar after the Iraiyanar Kalaviyalurai who gives grammar to the internal subject in the line of grammar. In that sense, the autobiographical grammar of Tholkappiyar grammar and Chandor's literature, which adapts it, expands the internal grammar and sets it up as a story show, showing new developments

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Barata, Paga Tri. "American English and British English: Vocabulary and Grammar Differences." Journal of Language Intelligence and Culture 1, no. 03 (2020): 224–37. http://dx.doi.org/10.35719/jlic.v1i03.26.

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American English and British English are the famous English varieties in the world, although there are lots of varieties in English, but AmE and BrE are the most famous, they have lots of differences each other and sometimes those differences make the new learner confused. This research examines about Grammar and Vocabulary differences between American and British English. The researcher uses Qualitative Approach in this research because the researcher explains the results of research in words form, while Library Research is type of research that researcher used, because the sources of this re

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Azam, Azmi. "Teaching Grammar and Vocabulary." JOURNAL OF ADVANCES IN LINGUISTICS 2, no. 1 (2014): 61–79. http://dx.doi.org/10.24297/jal.v2i1.2009.

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 The teaching of grammar and vocabulary is a complex but crucial process in the course of an educationaland epistemological programmeforlearning any language, especially English. It is all mandatory fora teacher of English to teach vocabulary and grammar so that the learner can develop the four basic skills of learning a language. In every teaching strategy, a method followed by a theory, objectives determination (general and specific), syllabus designing, curriculum scheduling, checklist assembling, material selecting, and lesson planning are marked as the mandatory steps to be taken by

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Muzakky, Muhammad, Fahriany Fahriany, and Meli Aulia Utami. "The Process of Acquiring Declarative Sentence on Aphasia." Lingual: Journal of Language and Culture 11, no. 1 (2021): 3. http://dx.doi.org/10.24843/ljlc.2021.v11.i01.p01.

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The present study investigates the process of acquiring declarative sentences in aphasia language learners. This study seeks to address the question of how the process of an aphasia language learner to acquire declarative sentences. Using a case study, the process of interview was implemented to explore the subject's response toward this issue. The subject is an adult language learner who is 69 years old. The data were obtained from interviews and documents. The interview section was used to explore the process of acquiring declarative sentences, and the documents were used to check the validi

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Lalic, Ana. "L’INSEGNAMENTO DELLA COMPETENZA PRAGMATICA / TEACHING PRAGMATIC COMPETENCE." Journal of the Faculty of Philosophy in Sarajevo / Radovi Filozofskog fakulteta u Sarajevu, ISSN 2303-6990 on-line, no. 23 (November 10, 2020): 248–66. http://dx.doi.org/10.46352/23036990.2020.248.

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This paper aims to analyze the possibility of a diachronic approach to pragmatic competence in a foreign language. The main objective of the paper is to examine the methods that were used by the authors of grammar books published before the 20th century with the goal of ascertaining to what extent it was possible to teach pragmatic competence. The main hypothesis is that methods for teaching pragmatic competence existed even before the 20th century, but that complex theories and methodologies did not. To that end we adapt the modern speech act theory as a framework for analysis of grammars for

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Kalyany Ponnusamy, Nithya, Shanti C Sandaran, Nur-al Huda Hashim, and Iswaran Gunasegaran. "Evaluation of Year 6 KSSR English (SK) Textbook: Teachers’ Perspectives." LSP International Journal 8, no. 1 (2021): 67–80. http://dx.doi.org/10.11113/lspi.v8.17232.

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Textbook evaluation is the process for ensuring that the right textbook is selected for use in the teaching and learning scenario. During educational reforms, such as the adoption of the Common European Framework of Reference for the ELT scenario, textbook evaluation should be a crucial part of the textbook selection process. In Malaysia, with the adoption of CEFR, new books such as the Super Minds and Get Smart, which are imported textbooks, have replaced locally produced books. The Year 6 KSSR (SK) English textbook is currently still in use but would be phased out in the near future as part

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Moran, Jerome. "Spoken Latin in the Late Middle Ages and Renaissance." Journal of Classics Teaching 20, no. 40 (2019): 20–24. http://dx.doi.org/10.1017/s205863101900028x.

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Did educated people in the late Middle Ages and Renaissance use Latin routinely (Medieval Latin and Neo-Latin), rather than a regional vernacular, to conduct real-life conversations about ordinary, everyday matters? Were they taught how to do this in the schools of the day with the help of specimen written dialogues (colloquia)? Did their teachers use a Renaissance equivalent of the ‘direct method’, and did they teach Latin in the way that modern foreign languages are taught today? Or was spoken Latin, with a simulacrum of practical relevance to everyday life, a way of ‘bringing the subject to

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Janik, Marta Olga, Oliwia Szymańska, and Barbara Łukaszewicz. "Setninger I Norsk Og Polsk – Definisjoner Og Inndelinger." Folia Scandinavica Posnaniensia 25, no. 1 (2018): 22–40. http://dx.doi.org/10.2478/fsp-2018-0011.

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Abstract In this article we give a brief summary of how Norwegian and Polish sentences are classified in the widely acknowledged grammar books. Therefore, we review the definitions of sentences in both languages, and compare the various classifications applied in Norwegian and Polish. Additionally, much focus is given to classification of sub clauses, which happen to be differently characterized in the respective languages. We would claim that there is a significant bias regarding features that determine classification of sub clauses in Norwegian and Polish. While in Norwegian a lot of emphasi

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Leggo, Carl. "Teaching Writing: Fragments of a Poet’s Credo." Art/Research International: A Transdisciplinary Journal 4, no. 2 (2019): 439–55. http://dx.doi.org/10.18432/ari29466.

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Author’s abstract: I have been in school since I was four years old. Now, at the age of sixty-five, I look back on a long life spent in classrooms, as a learner and a school teacher and a professor of education, and I am filled with amazement that I have grown old! I was probably in my thirties before I began to understand how education always occurs in communities of teachers and learners who teach and learn from one another, who search and research together. As a beginning teacher, I wavered between feeling powerless and powerful. On the one hand, I assumed that I was in control in the class

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Nisaul fadhilatinur and Syarifuddin syarifuddin. "Tahlil Nusus Kitab al-Lugah al-‘Arabiyyah li al-saff al- Tsani fi al-Marhalah al-Mutawassitah (Dirasah Tahlil al-Muhtawa min Haits al-Qawa‘id al-Nahwiyyah)." EL-MAQALAH : Journal of Arabic Language Teaching and Linguistics 1, no. 1 (2020): 43–55. http://dx.doi.org/10.22373/maqalah.v1i1.517.

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The book "Darsu Al-Lughah Al-Arabiyah" is one of the books used by students to learn Arabic. This book contains various teaching materials, including the Qawaid Nahwu and reading. After making observations, researchers see that the grammar content in the reading is not in accordance with the grammar material that has been taught. Therefore, this research was conducted to identify the content of reading texts and elements that contradicted grammar material as well as knowing the efforts made by the teacher to overcome this problem. This research is content analysis and data collection is done t

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Kaija, Inga, and Inga Laizāne. "„Latviešu valoda zobārstniecības studentiem” – pirmā latviešu valodas kā svešvalodas mācību grāmata zobārstniecības studentiem." Valodu apguve: problēmas un perspektīva : zinātnisko rakstu krājums = Language Acquisition: Problems and Perspective : conference proceedings, no. 16 (May 6, 2020): 87–101. http://dx.doi.org/10.37384/va.2020.16.087.

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Latvian as a foreign language is being learned both inside and outside Latvia. It is done in higher education institutions as well as various group language classes and individual lessons. The goals of learners range from professional and research-driven needs to personal interests. A significant part of Latvian language learners in Latvia are international students who study in higher education institutions in Latvia. Those are not exclusively exchange students. There is a considerable number of international students who study full-time academic programs in universities of Latvia. The first

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Su, Hang. "Is a meaning-based grammar of English possible?" English Today 35, no. 4 (2018): 53–59. http://dx.doi.org/10.1017/s0266078418000524.

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Previous research on the grammar of English has led to the development of a number of useful reference books (e.g. Quirk et al., 1985; Biber et al., 1999; Huddleston & Pullum, 2002; Berry, 2012), which have substantially contributed to the teaching and learning of English language in EFL contexts. However, I found that from an (advanced) EFL learner's perspective, EFL learners are often left to our own choices when we want to express a specific meaning in spoken and/or written communication, such as acknowledgement-making for example (Hyland & Tse, 2004). One major reason for this is t

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Sayed, Mohamed Aziz Abdelmaksoud, Ousmane Manzo, Rusdee Taher, Isma-ie Katih, Prasert Panprae, and Yousef A. Baker El-Ebiary. "Strategy of Networked Cooperative E-Learning and Its Effect in Facilitating the Learning of Arabic Grammar in Light of the Quranic Text." Journal of Computational and Theoretical Nanoscience 17, no. 11 (2020): 5117–21. http://dx.doi.org/10.1166/jctn.2020.9350.

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Often see complaints about the difficulty of learning the rules of Arabic grammar. Also that how many claims were made to its simplification, books and literature were classified to make it easier and this is a vision in facilitating E-learning the rules of Arabic grammar through networked cooperative E-learning strategy. So the question is can introduce the rules of the Arabic educational grammar in an electronic template using modern technology means? To make it easier for learners of Arabic grammar to understand its rules and that is through application models in the light of the Quranic te

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Hakimi, Matiullah. "Essence of grammar according to modern linguistics and Afghan linguists’ perspectives." International Journal of Innovative Research and Scientific Studies 4, no. 1 (2021): 25–32. http://dx.doi.org/10.53894/ijirss.v4i1.52.

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The paper explored views in modern linguistic theories and Afghan linguist perspectives about essence of grammar, its original source, its function in language use and the relationship between mental rules and their description in grammar books. The data were collected from theoretical linguistics, grammar books and 10 Afghan professors who teach linguistics and Persian-Dari grammar in Kabul University via a questionnaire. MS excel was used to analyze the data. The results show the term Grammar refers to a set of constructional rules of a language located in speakers’ minds. It is unconscious

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Montrul, Silvina. "SECOND LANGUAGE SYNTAX: A GENERATIVE INTRODUCTION. Roger Hawkins. Oxford: Blackwell, 2001. Pp. xviii + 386. $41.95 paper." Studies in Second Language Acquisition 24, no. 3 (2002): 493–94. http://dx.doi.org/10.1017/s0272263102243065.

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This book is intended as an introduction both to the principles and parameters framework (Chomsky, 1981) and to the second language (L2) acquisition of syntactic representations. Hawkins's basic aim is to present evidence for the view that L2 learners progressively build subconscious mental grammars (i.e., a syntactic system) guided by Universal Grammar—an innate, language-specific system. However, this volume is not just an introductory textbook presenting and summarizing the work of other researchers in this particular field. Indeed, the book has another major aim: Within the context of the

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KARLSEN, JANNICKE, ESTHER GEVA, and SOLVEIG-ALMA LYSTER. "Cognitive, linguistic, and contextual factors in Norwegian second language learner's narrative production." Applied Psycholinguistics 37, no. 5 (2015): 1117–45. http://dx.doi.org/10.1017/s014271641500051x.

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ABSTRACTThe present study investigated the contribution of cognitive, linguistic, and contextual factors to the narrative production of Norwegian second language learners. We assessed cognitive ability and first and second language proficiency in 66 kindergarten children with Urdu/Punjabi as their first language. Number of children's books in the home and time spent in kindergarten were treated as contextual factors. Oral narration was assessed in Grade 1. A series of fixed-order hierarchical regression analyses displayed a complex relationship among cognitive, linguistic, and contextual facto

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Tammenga-Helmantel, Marjon, and Minna Maijala. "The position of grammar in Finnish, Dutch, and global course books for German as a foreign language." Language Teaching Research 23, no. 5 (2018): 562–83. http://dx.doi.org/10.1177/1362168817752542.

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Communicative language teaching and language teaching research suggest forms for desirable and effective grammar teaching. This study investigates to what extent these suggestions are integrated into teaching materials. On the basis of prior studies, we developed a list of both qualitative and quantitative criteria to determine the position of grammar in foreign language course books. This list was then applied to course books for German as a foreign language that are used in Finland and the Netherlands to examine the role grammar plays in these materials. Our results show that many similariti

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Vandenhoek, Tim. "The Past Perfect in Corpora and EFL/ESL Materials." Research in Language 16, no. 1 (2018): 113–33. http://dx.doi.org/10.2478/rela-2018-0005.

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Corpora provide teachers and materials developers with the ability to ensure that the instructions they use in class and in teaching materials correctly reflect natural use. This paper examines the ways in which grammar reference books and two types of EFL/ESL materials present the past perfect aspect and whether they do so accurately. It will be argued that there are several issues concerning how these books present the grammar point. Many of the books surveyed provide incomplete explanations of when and how the form is used and several contain usage guidelines that are not supported by avail

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Kochiyama, Arisa. "USING PICTURE BOOKS TO ENHANCE MOTIVATION AND LANGUAGE LEARNING OF REMEDIAL EFL LEARNERS." Indonesian EFL Journal 1, no. 1 (2017): 10. http://dx.doi.org/10.25134/ieflj.v1i1.608.

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According to studies done by the Japanese Ministry of Education, Culture, Sports, Science and Technology, many secondary schools across the nation aren�t adequately preparing students to excel at college. Universities are stepping in to fill the gap by offering remedial college courses in subjects such as Japanese and English. The purpose of the present study is to explore how an EFL class for college freshmen can help the students develop the critical thinking skills as well as language skills such as pronunciation, vocabulary and grammar necessary to read at the college level.Picture books a

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Tammenga-Helmantel, Marjon, and Minna Maijala. "Sequences in German grammar teaching: An analysis of Dutch, Finnish, and global textbooks." International Review of Applied Linguistics in Language Teaching 56, no. 1 (2018): 45–78. http://dx.doi.org/10.1515/iral-2015-0070.

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AbstractThis study investigates whether sequences in which grammar topics are presented in textbooks for German as a foreign language (henceforth GFL) match empirically determined, universal acquisition sequences. Moreover, it explores what patterns course books display regarding a set of grammar structures that are particularly interesting from an L1-perspective. From the literature we know that some grammar phenomena such as verb placement display a general acquisition pattern irrespective of the learners’ L1. In addition, we find L1-specific research such as studies on the acquisition of ca

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Royani, Seli, and Sari Sadiah. "AN ANALYSIS OF GRAMMATICAL ERRORS IN STUDENTS’ WRITING DESCRIPTIVE TEXT." PROJECT (Professional Journal of English Education) 2, no. 6 (2019): 764. http://dx.doi.org/10.22460/project.v2i6.p764-770.

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Writing is considered as the most complicated skill to be mastered required not only great vocabularies but also grammar, as Harmer (2004:31) cited in (Wati & Nursyaebah, 2017) states that, when writing, learners often have more time to think than they do in spoken activities. Therefore, they can stimulate their brain,even consult dictionaries, grammar books or other reference material to help them . He believes that grammar is really important in writing that is why he suggested to consult grammar books to make the writing grammatically correct. Therefore, the basic objective of this stud

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Manshur, Umar. "Teaching Arabic to the Indonesian Student from a Functional Perspecive/تعليم اللغة العربية للدارس الإندونيسيي من منظور وظيفي". IJ-ATL (International Journal of Arabic Teaching and Learning) 1, № 1 (2017): 101–10. http://dx.doi.org/10.33650/ijatl.v1i1.278.

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Learning Arabic in Indonesia recently is more oriented on comprehension syintax and morphology which aims at reading skill on islamic classic book. However in modern challenge, indonesian learner are requaired able to communicate in Arabic actively, so learning Arabic is not only focused on the development of receptive skill, but on productive skill as well. Learning Arabic on the development of productive skill does not only use communicative method, moreover it is also conducted for functional material, including the grammar which is learned functional grammar.كان تعليم اللغة العربية في إندو

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Mndawe, Isaac. "A step-by-step integration of isiZulu mood as a grammatical feature into secondary school level creative writing." Journal for Language Teaching 54, no. 1 (2021): 215–33. http://dx.doi.org/10.4314/jlt.v54i1.6.

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This article proposes how to infuse grammatical features, isiZulu moods in particular, into the creative writing processes at Senior and Further Education and Training (SP and FET) Phases. IsiZulu moods are grammatical features that are underused by teachers in the teaching of isiZulu creative writing. This study would help isiZulu teachers to acquire adequate language teaching skills and techniques, thus learning the proper application of grammatical feature. IsiZulu teachers would shift from teaching grammar as a standalone to communicative language teaching. The main method of investigation

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Munandar, Imam. "THE ANALYSIS ON BACKGROUND, ORGANIZING PRINCIPLE, AND TYPE OF SYLLABUS ON ENGLISH COURSEBOOK ENGLISH IN FOCUS." Jurnal As-Salam 4, no. 2 (2020): 260–68. http://dx.doi.org/10.37249/as-salam.v4i2.214.

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This research tries to look closely at the background, organizing principle, and how the English in Focus coursebook is designed. To figure out the answer, the research employs a qualitative study with a descriptive approach. The book itself is analyzed by using three parameters set by Canale and Swain, namely 1. The background, 2.Organizing principle, and 3.Type of the syllabus. The research has found that the book is designed to be used in a target-removed context in the EFL context. Furthermore, the book follows the functional/notional syllabus. The conceptualization of language is designed

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Abdulmajeed, Rufaidah Kamal, and Sarab Khalil Hameed. "Using a Linguistic Theory of Humour in Teaching English Grammar." English Language Teaching 10, no. 2 (2017): 40. http://dx.doi.org/10.5539/elt.v10n2p40.

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Teachers who teach a new language grammar do not usually have the time and the proper situation to introduce humour when starting a new topic in grammar. There are many different opinions about teaching grammar. Many teachers seem to believe in the importance of grammar lessons devoted to a study of language rules and practical exercises. Other teachers feel that grammar is best learned by doing different language activities without focusing directly on the rules. This paper is devoted to explore the application of the linguistic theory of humour in teaching English grammar. The purpose of the

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Zangana, Dr Shaimaa Rasheed Mohammed. "Contemporary View in Arabic Grammar for Dr. Kareem Hussien Nasih Al-khalidy-Arabic Sentence as a Sample." ALUSTATH JOURNAL FOR HUMAN AND SOCIAL SCIENCES 213, no. 1 (2018): 87–122. http://dx.doi.org/10.36473/ujhss.v213i1.651.

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This research aims to study the views of P. Dr. Karm Hussein Nassih AL- Khalidi in Arabic grammar about Arabic sentences from aspects cannot be found in books and grammatical sources, or that who did search in these aspects did not cover them, or covered but no results. The importance of this research is what we find in our teacher glances Dr. Karim al-Khalidi of new ideas in some aspects and issues related to the Arabic sentences will contribute to the facilitation of Arabic grammar, and correct a number of ideas and opinions, which was the main reason as to make it difficult for learners and

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Kazim Shah, Syed, Shaista Hassan, and Wajiha Iqbal. "Evaluation of Text-book as Curriculum: English for 6 and 7 Grades in Pakistan." International Journal of English Language Education 3, no. 2 (2015): 71. http://dx.doi.org/10.5296/ijele.v3i2.8042.

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<p>Curriculum plays a vital role in any educational system so textbooks, being the main part of curriculum in Pakistan, need to be designed, evaluated and enhanced systematically according to the needs of the learners in Pakistan. The present research evaluated English textbooks selected for implementation by Dar-e-Arqam School in grades 6<sup>th</sup> and 7<sup>th</sup>. It analyzed those textbooks, before their implementation in the classrooms according to the English language needs of learners in Pakistan. The evaluation was done through the evaluation criteria

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Conrad, Susan. "Register in English for Academic Purposes and English for Specific Purposes." Register Studies 1, no. 1 (2019): 168–98. http://dx.doi.org/10.1075/rs.18008.con.

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Abstract Susan Conrad, Professor of Applied Linguistics at Portland State University (USA), contributes this article on the applications of register research to English for Academic Purposes (EAP) and English for Specific Purposes (ESP). Her research focuses on topics including academic register variation, discipline-specific language, student and workplace writing, and grammar and writing pedagogy. Since the 1990s, her work has advocated for and exemplified the ways in which register-based descriptions can facilitate language teaching, including building awareness of register variation in lea

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Lloyd, Michael. "The tragic aorist." Classical Quarterly 49, no. 1 (1999): 24–45. http://dx.doi.org/10.1093/cq/49.1.24.

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The tragic or ‘instantaneous’ aorist usually has a paragraph to itself in the grammar books, as a distinct but not especially important use of the aorist. It is most common in Athenian drama of the second half of the fifth century, although there are possible examples in Homer and some learned revivals later. The present article offers an entirely new account of these aorists, and entails a new interpretation of the tone of some 75 lines of tragedy and comedy.

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Polio, Charlene G. "A COURSE IN LANGUAGE TEACHING: PRACTICE AND THEORY.Penny Ur. New York: Cambridge University Press, 1996. Pp. xiii + 375. $21.95 paper." Studies in Second Language Acquisition 20, no. 3 (1998): 446–47. http://dx.doi.org/10.1017/s0272263198283070.

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A Course in Language Teaching covers a wide variety of topics related to language teaching, from reading to testing to syllabus design. The book contains 22 modules organized into seven sections. Each module contains short bits of prose followed by tasks, questions, applications, or sample activities. Most of the modules have boxes of well-summarized information on a particular point (e.g., types of grammar practice, ways of presenting new vocabulary, learner difficulties in listening).

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Waleed Younus Meteab, Dina Fahmi Kamil, and Ali Hussein Hazem. "A Syntactic Analysis of Cognate Accusative in Arabic with Reference to English." journal of the college of basic education 26, no. 106 (2020): 54–68. http://dx.doi.org/10.35950/cbej.v26i106.4911.

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This study aims at clarifying the construction of Arabic cognate Accusative and its realization in English in order to be clearer for the learners who try to understand the structure of the Arabic clause. The study attempts to investigate the verbs that take cognate accusative. It is hypothesized that Arabic learners are not aware of this phenomenon, thus they face difficulties in translating them into English because of the complex forms of cognate accusative. To investigate the hypothesis of this research, different Arabic examples were taken from the authentic books and compare these data w

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Matamoros-González, Jessenia A., María Asunción Rojas, Johanna Pizarro Romero, Sara Vera-Quiñonez, and Sandy T. Soto. "English Language Teaching Approaches: A Comparison of the Grammar-translation, Audiolingual, Communicative, and Natural Approaches." Theory and Practice in Language Studies 7, no. 11 (2017): 965. http://dx.doi.org/10.17507/tpls.0711.04.

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This work compares four of the most widely used teaching approaches in foreign language contexts; Grammar-Translation, Audiolingual, Communicative, and Natural Approaches. For the comparison, seven features were considered; supporting theories, creation purpose, materials and techniques used, and the roles of teachers, students, and students´ mother tongue in the teaching-learning process. A checklist was created to provide a visual representation of the characterization of the features compared in each approach. Several texts and articles were reviewed to be accurate in the characterization o

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Tóthné Herbst, Zsuzsanna. "Communication Strategy Use in English Conversational Discourse." Economica 7, no. 4 (2020): 61–67. http://dx.doi.org/10.47282/economica/2014/7/4/4375.

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The ultimate goal of language learners is to communicate efficiently and fluently in the given second language, which is hard work to reach. They are learning the language for long years, and it may happen that theoretically they are familiar with all the grammar intricacies, but practically they are not able to ask for even a glass of water in real situations. The question is whether the use of communication strategies could help to cope with the difficulties by their direct teaching. A few years ago I conducted a research to find out what kind of interactive strategies the learners are using

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Tóthné Herbst, Zsuzsanna. "Communication Strategy Use in English Conversational Discourse." Economica 7, no. 4 (2020): 61–67. http://dx.doi.org/10.47282/economica/2014/7/4/4375.

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The ultimate goal of language learners is to communicate efficiently and fluently in the given second language, which is hard work to reach. They are learning the language for long years, and it may happen that theoretically they are familiar with all the grammar intricacies, but practically they are not able to ask for even a glass of water in real situations. The question is whether the use of communication strategies could help to cope with the difficulties by their direct teaching. A few years ago I conducted a research to find out what kind of interactive strategies the learners are using

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Chambers, Angela. "Towards the corpus revolution? Bridging the research–practice gap." Language Teaching 52, no. 4 (2019): 460–75. http://dx.doi.org/10.1017/s0261444819000089.

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AbstractAlthough there is a large and increasing body of research on the use of corpus data by language teachers and learners, the language teachers in question are also the researchers reporting on their use of corpora with their own learners. There is thus a gap, which this plenary speech addresses, between this research and the practice of language teachers who are not corpus linguists. After a brief account of the successful integration of corpus data in the production of language learning resources such as dictionaries, grammars and course books, the potential benefits of having direct ac

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Yang, Charles, and Silvina Montrul. "Learning datives: The Tolerance Principle in monolingual and bilingual acquisition." Second Language Research 33, no. 1 (2016): 119–44. http://dx.doi.org/10.1177/0267658316673686.

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We study the learnability problem concerning the dative alternations in English (Baker, 1979; Pinker, 1989). We consider how first language learners productively apply the double-object and to-dative constructions ( give the book to library/ give the library the book), while excluding negative exceptions ( donate the book to the library/* donate the library the book). Our solution for first language acquisition is based on The Tolerance Principle, a formal model that detects productivity from the distributional properties of the input data (Yang, 2005, 2016). This principle predicts an acquisi

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GÁMEZ, PERLA B., NONIE K. LESAUX, and ANDREA ANUSHKO RIZZO. "Narrative production skills of language minority learners and their English-only classmates in early adolescence." Applied Psycholinguistics 37, no. 4 (2015): 933–61. http://dx.doi.org/10.1017/s0142716415000314.

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ABSTRACTThis study investigated the narrative production skills of early-adolescent, Spanish-speaking language minority (LM) learners (n = 43) and their English-only (EO) peers (n = 38). The sample was born in the United States, educated in English, and representative of low- and high-income backgrounds. Using a picture book as a prompt, students’ narratives were transcribed, coded, and compared on macrostructure skills (story structure), microstructure skills (discrete language skills: vocabulary and grammar), and use of mazes (disruptions in speech). Results demonstrated that the groups did

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Paquot, Magali, and Luke Plonsky. "Quantitative research methods and study quality in learner corpus research." International Journal of Learner Corpus Research 3, no. 1 (2017): 61–94. http://dx.doi.org/10.1075/ijlcr.3.1.03paq.

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Abstract This study aims to provide the first empirical assessment of quantitative research methods and study quality in learner corpus research. We systematically review quantitative primary studies referenced in the Learner Corpus Bibliography (LCB), a representative bibliography of learner corpus research maintained by the Learner Corpus Association which contained 1,276 references when the current study began. Each primary study in the LCB was coded for over fifty features representing six dimensions: (a) publication type (i.e. conference paper, book chapter, journal article), (b) research

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Hadi, Fajrul. "اهمية الجوانب فى تعليم الكتابة العربية". Jurnal Ilmiah Didaktika 15, № 1 (2014): 1. http://dx.doi.org/10.22373/jid.v15i1.552.

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Arabic writing is the most difficult of language skills. There are many problems that will be faced by Arabic language learners in terms of writing special words form from right to the left. They must understand nahw and ṣarf. A reader can not get a true information from the text if there is wrong writing. Hence there are grammars, steps and rules that must be known by Arabic language learners. In this article, the author also suggests some goals of learning Arabic. In the end, he writes some sorts of teaching writing skill, grammatical and application, vocabularies and application, and some A

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Muamaroh, Muamaroh, Vira Cahya Mukti, and Dwi Haryanti. "The Process and Problems of EFL Learners in English Writing." Ethical Lingua: Journal of Language Teaching and Literature 7, no. 2 (2020): 405–18. http://dx.doi.org/10.30605/25409190.215.

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The objectives of the study were to investigate the process of English writing from students of undergraduate international class, to describe problems faced by students in writing English, and to find out the factors which inhibit and improve their writing skills. There were six female respondents in international class. The study used documentation from the students’ work, open-ended questionnaire and interview as the instruments for data gathering. All the data were analyzed by using descriptive qualitative approach. The results of this study showed that all students used four stages in the

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Saat, Pangulu Sudarta, Endry Boeriswati, and Yumna Rasjid. "CONTENT ANALYSIS: EXPLORING THE SUITABILITY OF BUSINESS ENGLISH TEXTBOOK FROM LEARNER’S PERSPECTIVE." BAHTERA : Jurnal Pendidikan Bahasa dan Sastra 19, no. 2 (2020): 283–97. http://dx.doi.org/10.21009/bahtera.192.06.

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ABSTRACT This research aims to find out how the following aspects of analysis in textbook evaluation can facilitate assessment of the suitability of the text book students have been using as the main course book. The aspects are (1) use of business language skills and grammar (2) business vocabulary (3) business related materials (4) pedagogic features.The textbook being referred to is Market Leader, Third edition, Elementary published by Pearson Education, London, United Kingdom. The gap filled in this research and prior research is that they are prior-use textbook evaluation, while thi

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Yin, Zihan. "Principles of Teaching Cohesion in the English Language Classroom." RELC Journal 49, no. 3 (2017): 290–307. http://dx.doi.org/10.1177/0033688217707628.

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Linking adverbials are important for creating textual cohesion in both written and spoken English. While there are reference grammar books describing the usage patterns of linking adverbials and studies investigating learners’ difficulties in using these cohesive devices, there is little discussion on how to effectively teach and learn them. By testing the adequacy of existing textbooks and drawing on corpus findings of the usage patterns of linking adverbials in English, this article suggests principles to guide the teaching and learning of linking adverbials in the English language classroom

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Fereydoonyzadeh, Faezeh, and Hamid Gholami. "A Comparative Study of the Impact of Interpretation-based, Task-based, and Mechanical Drills Teaching Methods on Iranian English Language Learners’ Grammatical Development." Theory and Practice in Language Studies 6, no. 10 (2016): 1951. http://dx.doi.org/10.17507/tpls.0610.09.

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Since grammar has been an important part of language learning, this study was aimed to investigate the impact of three different methods (meaning-based method, task-based method and mechanical drill method) on grammatical development of Iranian EFL learners by teaching conditional sentences. This study was performed in Jahad Daneshgahi Language School of Kermanshah, Iran. The researcher administered a pre-test to see if the learners could make a homogeneous group in terms of proficiency or not. 51 learners were chosen to participate in the study. The learners were studying Top notch book (the

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Minami, Masahiko. "Second language acquisition processes in the classroom: Learning Japanese. Amy Snyder Ohta. Mahwah, NJ: Erlbaum, 2001. Pp. 316." Applied Psycholinguistics 23, no. 1 (2002): 159–62. http://dx.doi.org/10.1017/s0142716402230088.

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In traditional foreign-language classrooms, students are explicitly taught grammar and vocabulary. Language learners' difficulties in conveying their messages in the target language, however, may relate to the development of interactional competence, which is achieved through interactions with peers and teachers within the classroom setting. Unfortunately, the importance of such pragmatic development is not always emphasized in traditional classrooms. To address this inadequacy, Amy Synder Ohta's new book provides an introduction to the complex process of learning a second or foreign language

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de Garavito, Joyce Bruhn. "Subject/object asymmetries in the grammar of bilingual and monolingual Spanish speakers." Linguistic Approaches to Bilingualism 1, no. 2 (2011): 111–48. http://dx.doi.org/10.1075/lab.1.2.01bru.

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This paper argues against connectionist models of language acquisition. It examines knowledge of the properties of subjects and objects in Spanish, particularly in impersonal passives and inchoatives. In both of these structures, the reflexive clitic se is obligatorily present and the linear order of elements is the same, namely [se V NP], with agreement between the verb and the noun phrase. In other words, the input is identical in both cases (se quemaron los libros ‘the books burned/were burned’ is ambiguous between both structures). However, the NP in the impersonal passive exhibits some of

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Ito, Lesley. "Consciousness-raising and written error correction for young learners." Language Teaching for Young Learners 2, no. 1 (2020): 131–43. http://dx.doi.org/10.1075/ltyl.19010.ito.

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Abstract Most experts in teaching children state that teaching grammar in the traditional way is inappropriate for children under the age of ten. However, very little research has been done on the effectiveness of consciousness-raising (C-R) with young learners. An action research (AR) project was conducted in a private language school for children, to investigate if a consciousness-raising project would be an effective way to help children notice and correct the ten most commonly made errors they made in their writing of weekly book reports. It was concluded that this consciousness-raising pr

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Rizqiyyah, Rizqiyyah, and Tanty Prianty. "AN ANALYSIS OF FOCUSED METALINGUISTIC WRITTEN FEEDBACK: How would learners react?" Englisia: Journal of Language, Education, and Humanities 8, no. 1 (2020): 44. http://dx.doi.org/10.22373/ej.v8i1.5972.

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Learners of higher education are encouraged to write a scholarly publication in that it helps corroborate them as professionals in their fields of study. Practices in academic writing are thus indispensable to do to achieve a higher level of competency. This study explores learners’ reactions towards focused metalinguistic written feedbacks provided by a lecturer. The lecturer used electronic mail to provide constructive feedback to her students. This mixed-method study involved 22 post-graduate students from an Indonesian university. In analyzing the qualitative data, the researchers employed

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